Improvement of Medical Terminology Education With Interactive Learning Module.

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Medical terminology is traditionally taught via rote memorization using PowerPoint presentations.
• Prior studies suggest mnemonics, imagery, and interactive modules enhance learning.
• This project aimed to improve medical terminology education at SSOM using enhanced methods.

Purpose of the Study:

• To evaluate the effectiveness of enhanced learning modules for medical terminology.
• To compare learning outcomes between students using enhanced modules and traditional methods.
• To assess student perceptions of the enhanced learning materials.

Main Methods:

• Developed enhanced learning modules with images, mnemonics, word associations, practice questions, and video lectures.
• Students self-selected between experimental (enhanced modules) and control (traditional PowerPoint) groups.
• A retention exam was administered one month post-final exam, and a perception survey was conducted.

Main Results:

• The experimental group showed a smaller average score decrease (12.1%) on the retention exam compared to the control group (16.2%).
• Survey results indicated over 90% of students agreed that images, mnemonics, and practice questions aided learning.
• A significant majority found the enhanced materials adequately prepared them for the final exam.

Conclusions:

• Enhanced learning modules, incorporating images, mnemonics, and practice questions, are beneficial for medical terminology education.
• While no statistically significant difference in retention was found, student feedback strongly supports these enhanced tools.
• Limitations include self-selection bias, small sample size for retention exams, and survey response bias.